Evaluation of a Learning Object
Charmian Eckersley, Carol Richards, Neville Schofield, The University of Newcastle, Australia
EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Fundamental to the development, use and continual improvement of a learning object is its evaluation. In this instance the learning object - a virtual school - was subjected to progressive evaluation. In the first stage, evaluation based on a range of criteria developed through interviews with potential users of the learning object (focusing on their perceived need for the learning object and expectations of how they might use the learning object in the teaching and learning context) is reported. Subjects were 34 staff from other universities who predicted positive outcomes for learning and teaching. After the implementation of the learning object, the evaluation focused on processes associated with curriculum development, usability, flexibility, educational relevance, actual use, selected teaching style and subjective assessment by the instructor. The progressive evaluation described provides a framework enabling continual improvement of the virtual school. Subjects were 9 staff who reported positive outcomes for learning and teaching when using the school.
Eckersley, C., Richards, C. & Schofield, N. (2004). Evaluation of a Learning Object. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2364-2370). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)
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Brian Ferry, University of Wollongong, Australia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 512–519
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